DOCUMENT RESUME

ED 074 655 EC 051 443

TITLE The Development and Application of Intelligence Testsfor the Blind: A Research Utilization Conference.Final Report.

INSTITUTION Georgia Univ., Athens. Div. for ExceptionalChildren.

SPONS AGENCY Social and Rehabilitation Service (DHEW), Washington,D.C. Div. of Research and Demonstration Grants.

PUB EATE Aug 72GRANT OEG-22-P-55152/4-01NOTE 55p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS *Blind; *Conference Reports; Examiners; *Exceptional

Child Education; *Handicapped; *Intelligence Tests;Test Construction; Testing Problems; VisuallyHandicapped; Vocational Rehabilitation; YoungAdults

ABSTRACTReported are the proceedings and recommendations of a

research conference to improve the development and utilization ofintelligence tests for use with blind adults in social and vocationalrehabilitation. The following tests are considered: A HapticIntelligence Scale for the Adult Blind, the Raven ProgressiveMatrices for Presentation to the Blind, a Test Battery for Use withthe Blind--the Vocational Intelligence Scale for the Adult Blind, andthe.Stanford-Ohwaki-Kohs Tactile Block Design Intelligence Test forthe Blind. Ohe purpose of the conference is explained to be theprovision of knowledge of the nature of the tests in their currentform. Selected recommendations of the conference are that theproduction and dissemination of the tests be expanded for moregeneral use and that professional psychological examiners be trainedto serve as participants in further development of the tests and astest administrators in rehabilitation settings. The conference isreported to have prepared a film and a slide presentationdemonstrating each component of the tests. Appendixes give a list ofconference participants and information about each test, whichgenerally includes date of research, test developer, purpose,description, administration, and statistical excerpts. (DB)

FINAL REPORT

SOCIAL AND REHABILITATION SERVICE

RESEARCH GRANT 22-P-55152/4-01

THE DEVELOPMENT AND APPLICATION OF INTELLIGENCE TESTSFOR THE BLIND:

A RESEARCH UTILIZATION CONFERENCE

W. Scott Curtis, ChairmanSpeech Pathology/Audiology

University of GeorgiaAthens, Georgia 30601

August, 1972

This investigation was supported, in part, by Research Grant Number22-P-55152/4-01 from the Division of. Research and Demonstration Grants,Social and Rehabilitation Service, Department of Health, Education, and,Welfare, Washington, D. C. 20201.

U.S. DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZA',ION ORIG-INATING IT. POINTS OF VIEW OR OPIN-IONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.

ABSTRACT

Since the late 1950's the Social and Rehabilitation Service of the

Department of Health, Education and Welfare has provided encouragement

and support for research and clinical scientists seeking to develop

intelligence tests for use with visually handicapped youth and adults.

The purpose of this project was to inquire into the current status

of development, past use, availability, and future planning for these

tests in relation to the fields of psychological, educational and vo-

--\cational counseling.

The project procedure was that of a research utiliiation conference

involving the authors of the tests, clinical examiners who use the tests,

and representatives (:)f agencies and professional groups who require the

information provided through the tests.

The product of this conference was threefold.

1. ds report and its dissemination which summarizes the data

available on the tests as brought .together at the research

utilization conference.

2. The production of a motion picture film and a sound syn-

chronized slide presentation depicting the characteristics

of the tests for subsequent dissemination.

3. A follow-up conference with the research staff o: '71.e American

Printing House for the Blind to approach resolution of specific

utilization problems: test production, modification, valida-

tion and dissemination.

TABLE OF CONTENTS

Page

ABSTRACT ii

LIST OF FIGURESiv

INTRODUCTION1

CONFERENCE FORMAT AND AGENDAi 3

CONFERENCE RESULTS 16

Recommendation I: Test Modification and Development

Recommendation II: Long Term Planning

. . 22

26

TRANSITIONAL ACTIVITIES AND FOLLOW-UP MEETING 3Q

SUMMARY AND CONCLUSION 34

APPENDIX AT CONFERENCE PARTICIPANTS 35

APPENDIX B, TEST IDENTIFICATION INFORMATION 38

iii

LIST OF FIGURES

Figure Page

Blindness Rehabilitation Test Kits, Intelligenceand Aptitude Measurement Scales 2

II Conference Schedule 5

III Issues and Questions for Consideration Throughoutthe Conferrluce on: Intelligence Tests for the Blind . 9

IV A Haptic Intelligence Scale for Adult Blind 11

V Raven Progressive Matrices fcr Presentation to theBlind (Tactual Progressive Matrices, TPM) 12

VI Stanford-Kohs Block Design Test for the Blind 13

VII The Tactual Reconstruction Pegboard (TRP) from TestBattery for Use with the Blind 14

VIII Vocational Intelligence Scale for the Adult Blind(VISAS) 15

iv

INTRODUCTION

Realizing the importance of research utilization and concerned with

the continuing development of proper avenues for augmenting professional

awareness.and long-term use of materials, procedures, and data developed

and acquired in the process of experimentation supported and encouraged

by federal agencies, the Social and Rehabilitation Service has appro-

priately provided support for this project which was an inquiry into the

current status of intelligence tests for the visually handicapped.

In general this is a report on the current status of utilization of

such tests, the problems encumbering utilization of the tests, and the

development of plans to enhance test utilization.

The procedure employed was to convene authorities from a variety of

areas of professional competence who could elaborate- -based on their

professional knowledge and personal experiences--on the above problems

and to conclude the conference with recommendations of a practical

nature which might set into motion further immediate activities by the

project staff and long term professional projects for enhancing the

development and application of intelligence tests for the visually

handicapped. The tests primarily considered at this conference were

those developed with SRS support (Figure I).

2

FIGURE I.

Blindness Rehabilitation Test Kits, Intelligence and Aptitude Measurement Scales

Project Report (or) Project Title, Project Director, Grantee

RD-282(58-3)* A HAPTIC INTEttICENCE SCALE FOR ADULT BLIND, final report.

Harriett C. Shurrager, Illinois Institute of Technology

RD-670(61-3)* RAVEN PROGRESSIVE MATRICES FOR PRESENTATION TO THE BLIND,final report.

Robert P. Anderson, Texas Technological College

RD-1094(63-2)* TEST BATTERY FOR USE WITH THE BLIND (6-part test kit withmanuals): The Vocational Intelligence Scale for the AdultBlind, et. al.

Robert J. Teare, University of Wichita

RD-1412(64-1)* MANUAL FOR THE HAPTIC INTELLIGENCE SCALE FOR ADULT BLIND,with test kit.

Harriett C. Shurrager, Philip S. Shurrager, IllinoisInstitute of Technology

RD-1625(65-3)* STANFORD-OHWAKI-KOHS TACTILE BLOCK DESIGN INTELLIGENCETEST FOR THE BLIND, with final report, manuals, testkit.

William L. Dauterman and Richard M. Suinn, StanfordUniversity

3

CONFERENCE FORMAT AND AGENDA

Conference Participants

The list of approximately 20 participants in,.this conference (Appen-

dix A) includes personnel with a variety of professional interests in the

problem.

Authors of the tests or research scientists who have developed tests

were invited as one group of participants. It was believed that they

could most appropriately fully inform the participants about the nature

of the tests, problems in test development and problems encountered in

encouraging utilization.

Professional psychological examiners who frequently engage in the

utilization of intelligence tests with the visually handicapped were

invited to the conference on the assumption that they would contribute

most effectively to the identification of problems within tests, be-

tween tests, within the test population, and testing objectives which

need clarification in order to make maximal use of currently available

tests and to clarify those test areas Which were not fully covered with-

in the available batteries.

Representatives were invited from a number of rehabilitation and

educational agencies who customarily first receive, interpret and ap-

ply these intelligence appraisals in order to plan a direct program

for the individual client. This group of conference participants was

included on the assumption that important information could be obtained

as discussion revealed how well test results conform to the needs of

counselors, teachers and therapists working with the individual clients

over a long term.

Some conference participants were invited because of their involve-

ment in the preparation at the college level of counselors, psychologists,

teachers, and other professionals working with the visually handicapped

in orJer to determine from them the extent to which these tests were

part of their training program and the ways students are being made

aware of the tests and their use in rehabilitation and education.

A group of participants were invited because of their knowledge of

test construction and their general interest and competence in the area.

of assessing the adequacy of statistical and procedural details involved

in the construction of the tests and who might offer suggestions as to

how the tests could be improved in this respect if necessary.

And finally participants were selected so as to include representa-

tives of the major professional organizations in service to the visually.

handicapped.

Participants encompassed varying degrees of visual ability them-

selves.

Conference Format

Because of the background experience and expert knowledge of the

small group of conference participants the meetings were conducted in

a discussion style based on brief opening remarks by the discussion

leader for each topic. It was presumed and proved to be correct that

the group.of conference participants was widely knowledgeable in the

matters under discussion and attended the conference with a sincere

desire to move ahead rapidly to issues whichwere in many instances

clearly formulated from their own work experiences.

Figure II shows the conference agenda.

5

FIGURE II

Conference Schedule

Research Utilization Conference: Intelligence Tests for the BlindSponsored By:

Rehabilitation Services Administrationand

The University of GeorgiaThe White House Motor Inn

Atlanta; GeorgiaDecember 7, 8, 9, 1170

Monday Afternoon

1. Topic: Welcome, Agenda and Organizational Details of the Conference

Dr. W. Scott CurtisUniversity of GeorgiaAthens, Georgia

2. Topic: The Role of Federal Agencies in Test Development for the Blind

Dr. Douglas C. MacFarlandRehabilitation Services AdministrationWashington, D.C.

3. Topic: The Role'of SRS in Research Utilization

Dr. Deno ReedRehabilitation Services AdministrationWashington, D.C.

4. Topic: The Objectives of Psychological Testing for the Blind

Discussion Leader: Mrs. May K. BaumanPersonnel Research CenterPhiladelphia, Pennsylvania

5. Topic: The Objectives of Intelligence Testing for the Blind

Discussion Leader: Dr. Carl DavisPerkins School for the BlindWatertown, Massachusetts

6

FIGURE II (continued)

Tuesday Morning

1. Topic: Recently Developed Intelligence Tests for the Blind

Discussion Leaders: Dr. Harriet ShurragerIllinois Institute of TechnologyChicago, Illinois

Dr. Philip ShurragerIllinois Institute of TechnologyChicago, Illinois

Dr. Robert P. AndersonTexas Technical CollegeLubbock, Texas

Dr. Robert J. TeareUniversity of GeorgiaAthens, Georgia

Dr. William L. Dauterman198 Wagner DriveClaremont, California

Tuesday Afternoon

1. Topic: Demonstration Testing with Intelligence Tests for theBlind on Video T/pe

Discussion Leader: Dr. Edward DonlonSyracuse UniversitySyracuse, New York

2. Topic: Research and Statistical Design of the Tests for the Blind

Discussion Leader: Dr. John PelosiChild Advocacy CenterDurham, North Carolina

3. Topic: Clinical Evidences for Validity, Reliability and Applicabilityof Intelligence Tests Developed Specifically for the Blind

Discussion Leader: Dr. Marie Skodak CrisseyConsulting PsychologistSwartz Creek, Michigan

4. Topic: Clinical Evidence for Validity, Reliability and Applicabilityof Intelligence Tests Developed for the Sighted when appliedto the Blind

Discussion Leader: Dr. Murray TillmanUniversity of GeorgiaAthens, Georgia

7

FIGURE II (continued)

Wednesday Morning

1. Topic: Problems for Future Research in Intelligence Testing withthe Blind

Discussion Leader: Dr. William MeyersUniversity of TexasAustin, Texas

2. Topic: Dissemination Techniques for Enhancement of Test Utilizationin Clinical, Academic, and Research Settings

Discussion Leader: Dr. Edward DonlonSyracuse UniversitySyracuse, New York

3. Topic: Summary and Discussion of Tentative Future Plans for Dis-semination, Utilization and Follow-up Study

Discussion Leader: Dr. Scott CurtisUniversity of GeorgiaAthens, Georgia

8

Conference Issues

The conference part 7:ipan were asked to react to each of the ques-

tions presented as issues (Figure III) under each discission topic.

The formulation of conference issues prior to a conference is of

course a'very tentative matter.. As in the case of this meeting some

anticipated objectives were quickly dropped when it became clear that

production, not dissemination was a key issue.

When it became clear that the tests were not and could not become

widely available without further support for research and development,

many of the pre-conference issues were modified and the focus of the

conference changed as is reflected in this report and post conference

activities.

9

FIGURE III

Issues and Questions for Consideration Throughout the Conference On:Intelligence Tests for the Blind

1. Are currer. -ests duplicative in function?

2. Do current tests overlook testing needs and problems?

3. Are clinics systematically informed about the availability and functionand values of tests?

4. Are personnel informed about these tests?

5. What are the approaches used to inform agencies and personnel aboutavailable tests in this area?

a. the Social and Rehabilitation Services Administrationb. regional and state agenciesc. personal efforts of the authors and test constructors

6. What bibliographies are available on this area?

7. What are the roles of professional associations such as APA, AAEVH,AAMD, CEC, AAWB, etc. in the regular or irregular provision of panels,short courses and speech included in their regular and official pro-grams for the dissemination of information about newly constructedtests?

8. What are the known available films, videotapes, and other media tech-niques which have been brought to bare on this problem of test dis-semination?

9. What is the availability of specific courses in psychological assess-ment of the blind and visually handicapped, and/or specific course.work in the field of intelligence testing and appraisal for the blindand/or specific course work in the intellectual assessment of thehandicapped which are provided by university as a standard part oftheir training program in various fields such as psychology, educationof the blind and visually handicapped, vocational rehabilitation, andeducation of exceptional children?

10. Are there inherent problems in the tests themselves which reduceutilization?

11. What are the factors that determine utilization?a. the nature of the populationb. the nature of the testsc. efforts of the authorsd. efforts of SRSe. efforts of professional organizationsf. efforts of test publishersg. nature of clinicsh. nature of training programs

12. What should be the position of this conference on this issue or topicunder discussion?

The Tests

One purpose of the Utilization ConfortInce and this report is to

provide a wide knowledge of the nature of the tests in their current

form. The following brief summary (Figures IV - VIII) briefly iden-

tifies each test's important aspects.

The tests are characterized more fully in Appendix B. Both sum-

maries were given to conference participants who also saw the test

kits displayed.

Further, at the conference, a brief video tape sample was shown

of all segments of each test being administered. This tape served

as the basis for a film subsequently prepared and made available as

a part of this project.

FIGURE IV

AHaptic Intelligence Scale for Adult Blind

AUTHOR: Harriet C. ShurragerDepartment of Psychology and EducationIllinois Institute of TechnologyChicago, Illinois

RESEARCH SUPPORT:

j)COMPLETION DATE:

SRS RD-282 and RD-1412

:June, 1964

11

TEST MATERIALS:1. DIGIT SYMBOL - Plastic plate embossed with geometric forms; one to

six raised dots (not braille) superimposed on eachTask: Identify 40 shapes by appropriate number, referring to key shapesAdministration Time: 2 minutes

2. OBJECT ASSEMBLY block, doll, hand and ball - each dissected intoseveral pieces

Task: Assemble objectsAdministration Time: 2 minutes

3. BLOCK DESIGN 4 cubes with rough/smooth surfaces9 example squares of some material

Task: Arrange blocks to form patterns identical to sample plates-Administration Time: 21 minutes

4. OBJECT COMPLETION 16 objects from which one part is missing (e.g.,comb with a missing tooth)

Task: Identify missing part.Administration Time: 14 minutes

5. PATTERN BOARD - Pegboard with 25 holes, fixed peg in centerTask: Examine peg pattern, reproduce the pattern after it is withdrawnAdministration Time: 18 minutes

6. BEAD ARITHMETIC - Abacus with wooden beads

Task: Read abacus numbers, make numbers, add numbers (14 items)Administration Time: 15 minutes

ADMINISTRATION TIME: Can run 2 hours, but in practice, this rarely happens

POPULATION FOR STANDARDIZATION: Number: 700 Sex: M - 350Age: 16-64 F 350Vision: Not exceeding 5/200 central vision

acuity in the better eye withproper correction

VALIDITY: Reference Test: WAIS VerbalStatistical Data: N = 399, correlation = .65 (age 20-34)

RELIABILITY: odd - even = .95Test - retest = .91

12

FIGURE V

Raven Progressive Matrices for Presentation to the Blind(Tactual Progressive Matrices, TPM)

AUTHOR: Robert P. AndersonDepartment of PsychologyTexas Tech UniversityLubbock, Texas 79410

RESEARCH SUPPORT: SRS RD-670

COMPLETION DATE: January 31, 1964

TEST MATERIALS: 50 items raised tactual designs on heavy illustration board

TASK: To select correct pattern piece for completing the progress of the pat-

tern in the matrix

ADMINISTRATION TIME: Range, 15-105 minutes - mean time, 40 minutes

POPULATION FOR (SAMPLE) STANDARDIZATION: Number: 122Age: Male-M = 39 yrs. 9 mos.

Females-M = 26 yrs. 2 moSex:. Males 79

Females - 43Vision: Poorer than 5/200 by

index or equivalentloss of full visual

Occupation Range: Lawyers toworkers

s.

Snellenof 99%acuityunskilled

VALIDITY: 1. Reference Test: WAIS2. Statistical Data: N = 80

with V Scale Score, r = .49with V IQ Score, r = .49All correlations significant beyond .01 level

RELIABILITY: Split Half corrected by Spearman-Brown = .95Kuder-Richardson = .93

13

FIGURE VI

Stanford-Kohs Block Design Test for the Blind

AUTHORS: William L. DautermanDirector Rehabilitative Counseling 1-:ervicesCasaCnlina Hospital for Rehabilitative Medic±ne255 E Bonita AvenuePomona, California

and

Richard M. Suinn

RESEARCH SUPPORT: SRS RD-1625.

CIONPLETION DATE: Au-gnat, 1966

TEST MATERIALS: 20 test designs assembled3 in banklet16 blocks of roughismoothsurfes

corresponding to colorsand textures of booklet adesigns

TASK: To reproduce booklet test design with blacks

ADMINISTRATION TIME: Ltmits vary for Partially-Eighted and Functionally Blind.Testing discontinued aft.aw any two:consecutive failures.

POPULATION FOR STANDARRKZATION: Number: 425Age: Mean 39Sex: Not listedi.Vision: Legally blind for minimum of one year

(AMA Definition) Partially Sighted208, Functionally Blind - 217

VALIDITY: Reference Test: WAISStatistical Data: N = 425, correlation: r = -24, p .001 level

RELIABILITY: Test - Retest-N = 50, r = .86

14

FIGURE VII.

The Tactual Reconstruction Pegboard (TRP)from Test Battery for Use with the Blind

AUTHOR: Alin GruberDunlap and AssociatesDarien, Connecticut

RESEARCH SUPPORT: SRS RD-1094

COMPLETION DATE: August, 1959

MST MATERIALS: Carrying case with pegboard in one half aluminum pegsand receptacle for storage in-the other

TASK: A. Rate of PlacementTransfer of pegs one at a time from receptacle to pegboard

as:quickly as possibleB. Reconstruction Task - Two Practice Items, six test items -

Subject forms peg pattern on one half of the board to match

examiner's pattern on the other half

ADMINISTRATION TIME: Rate of Placement - 1 1/2 'minutesReconstruction - Maximum time in minutes per item

5, 6, 10, 7, 6, 10Both scores can usually be obtained in 30 minutes

POPULATION FOR STANDARDIZATION: Number: 640Age: 20 -50.Sex: Male - 447

Female - 193Vision: Legally blind (80-100 percent

loss in better eye)

CONSTRUCT VALIDITY: 1. Reference Test - WAIS verbal2. Statistical Data: Reconstruction task intercor-

relations were .38, .48 and.62 in High, Mid and Low visiongroups.

Rate intercorrelations were .14,.33 and .40

CONCURRENT VALIDITY: 1. Reference Employment-location categories

2. Test'did not diffi- rentiate strongly among- employ-ment groups

RELIABILITY: By Hoyt's analysis of variance methodr = .93, N = 318Intercorrelations with WAIS - for Reconstruction r = .39

for Rate r = .25

T5:"

4

FIGURE VIII

Vocational Intelligence Scale for the Adult Blind(VISAB)

AUTHOR: Walter R. Jones

RESEARCH SUPPORT: SRS RD-1094

COMPLETION DATE: August, 1959

TEST MATERIALS: 13 plastic panels in carrying case13 practice and 43 test items consisting of 4 raisedgeometric forms

TASK: Discover visually or tactually which of the 4 alternatives doesnot fit the pattern

ADMINISTRATION TIME.: No time limit; average time, 40 minutes

POPULATION FOR STANDARDIZATION: Number: 640Age: 20-50Sex: Male 447

Female - 193Vision: Legally blind (80-100% loss in

better eye)

VALIDITY: Reference Test: WAISStatistical Data: N = 537, product-moment correlation = .63(p .01)

RELIABILITY: Observed reliability .91 obtained by Horst's modification ofKinder-Richardson formula 20

16

Conference Results

Early in the conference it became clear that certain issues which

might orginarily seem mundane, were critical components of the problems

encumbering test utilization. Usually the conferencE would proceed

immediately to such issues as validity, reliability, test construction,

etc. However, the following problems directed our attention to more

practical matters, e.g.:

1. The tests are not available in sufficient quantities for

full scale research or clinical use.

2: The prospect of extensive production of the tests is limited

due to problems of production technology, cost, and coordi-

nated administrative effort.

3. The exact set of professionals administering intelligence

tests to the visually handicapped is not clearly identified

for easy access, training and data collection.

4. The feasibility of data collection in a service setting

under present conditions seemed economically prohibitive.

5. General professional familiarity with all the tests was

agreed to be below our expectations.

In the process of bringing these problems to light, the conference

participants expressed some general problems relating to .the issues

which are appropriate to consider at this point before entering into

specific recommendations.

17

General Discussion

Although some of the above problems were put forward as direct state-

ments, most were derived through discussion. Within these discussions,

it became clear that there are matters which indirectly effect the topic

of this total project. The complexity of intelligence assessment is

reflected in some of these points.

It is important to inquire into other aspects of intelligence test-

ing for the visually handicapped not,under discussion at this conference.

These tests designed for the visually handicapped must be viewed in .terms

of the effectiveness of other tools in the psychometric domain such as

the Miller Analogy Test, college board scores, verbal WAIS scores, and

for some purposes test performance on those tests used in the academic

situation.

Further, it was particularly pointed out that in having a concept

of "a vocational intelligence test" we ought to also bear in mind the

concept of "an academic intelligence test" both of which should be im-

portant in planning for personal, social and career development of the

individual client.

The relationship between intelligence tests and aptitude tests

ought to be investigated.

Some participants questioned the need for special intelligence tests

for the visually.handicapped as opposed to the use of those verbal mea-

sures and other measures which are applicable to the blind from intel-

ligence tests for the sighted. Othrs believed that there may be com-

plications from the loss of visual sense which affect verbal learning

18

including particularly the effect of vision on concept development as

related to the time of onset of visual disability and including varia-

*ions in school experience with children and adults moving through the

academic continuum, as well as the social and personal and medical

trauma occasionally related to visual disability.

There is a tendency to use Work experience which is not necessarily

based on sound psychoeducational planning to make considerations about

the future of the adventitiously blinded.

Some examiners and counselors may use test scores to avoid con-

frontation with the decisions which they must make.

An important suggestion was concerned with not placing too much

reliance on the development of intelligence tests--with the belief

that they will supplant all other data which is available in this

general construct and will relieve us of the responsibility for meet-

ing some other test development needs which could be confused with

intelligence appraisal. For example, it was pointed out that there

is a clear need for an appraisal of functional visual ability, which

stresses the client's visual assets and which must be included in the

battery of tests upon which decisions are based before we can be sure

that the battery with or without intelligence tests adapted from the

sighted or specially constructed for the visually handicapped are of

a given importance in the test battery. In other words, if the com-

plete test battery of which the intelligence test is only one part is

in fact an incomplete test battery then the relative importance of

the intelligence tests score cannot be fully appraised.

19

To consider the construction, the modification, the limitation, or

further development on these tests without considering what other types

of tests must be available would be in error.

The difference between predictive tests and diagnostic tests was

pointed out. The former, which assist the psychological examiner in

anticipating future potential achievements of the individual might

for that reason have bearing on his recommended occupational place-

ment and educational planning. Diagnostic tests on the other hand

are concerned with the identification of disabilities, weaknesses,

problems and limitations which must be considered as momentary de-

terminants of placement and planning.

The questions of "when" and "why" one does test intelligence

were raised. The answer to this question seemed to vary with the pro-

fessional background and experience of the respondent. Certainly the

prime focus of the tests to which this conference addressed itself was

a concern with tests administered to young and adult blind being con-

sidered for vocational and work placement. There is a reasonable and

important addendum to this point of view which must be considered

within the framework of long term planning for the visually handicapped.

This consideration is that intelligence testing must be conducted early

in the life of those congenitally or early blinded individuals who re-

quire advisement and counseling in the academic setting which precedes

or concurs with early pre-vocational and vocational training. Obviously

there are other factors such as the importance of intelligence tests

in diagnostic batteries for personal and social adjustment therapies

which should begin pre-vocationally.

20

The problem some psychological examiners face is learning the mean-

ing of the test scores. without training in the presence of experienced

examiners, without sharing with other examiners and without documented

anecdotal reports on the interpretation and effectiveness of interpre-

tation of test scores. An important problem for the examiner is the

frame of reference within which he uses the scores. If his primary

testing practice is with the sighted he may view the scores peculiarly.

If his primary testing situation is in the schools he may view the

results differently from an individual whose prime testing focus is

in vocational placement. In short the work setting of the psychologist

or examiner influences the interpretation of the test scores and in-

fluences him greatly in the absence of limited information on the mean-

ing of the tests. This may suggest that either specific training

which is related to limited distribution, which is related to an ex-

tended type of anecdotal test manual and interpretation manual may

be necessary to make these tests of maximum use.

The development of tests should be accompanied by a parallel de-

velopment of "competence in testing". It was pointed out on more

than one occasion during a conference that a test is only one instru-

ment, one sample, one part of the total information gathering which

precedes counseling, planning, placement, etc. For that reason it

is probable that the maximum utilization of intelligence tests for

the visually handicapped will not rest solely on the maximum refine-

ment and development of such tests but will require a battery of

parallel activities which include's training of psychological examiners,

21

continuing supplemental information circulated to examiners, a system

for feedback to and from examiners, very long term validity studies and

'determining the long term outcome of diagnostic decisions and prognostic

choices and how they eventually served' a client.

Final Thought

It is important in gathering support for the development of these

tests for the specific population that psychological examiners and

professional be made aware of t).2 other possible uses of these tests

than direct service to the visually handicapped. Although it would

certainly be adequate reason to develop tests to provide maximum ser-

vice for the visually handicapped it is important for other profes-

sionals to know that these tests might be well adapted to provide

important and useful information on tactile and motor behavior of

sighted subjects under"certain research conditions and then indeed

we might explore some aspects of sensory deprivation, cognitive de-

velopment, learning, etc. with carefully constructed tests such as

these.

Conference Recommendations

The conference participants presented summaries of the meeting

which were collated and are presented here. The recommendations fit

three categories:

I. Specific suggestions for test modification and development

II. Long term planniAg and organization for maximal integration

of test development, standardization and utilization

III. Immediate dissemination activities

22

Recommendation I: Test Modification and Development

It was suggested that perhaps the objectives of .his conference

ought to be not to recommend the improvement or development of a par-

ticular test but to recommend that these tests currently being con-

sidered and particularly those known verbal tests applied to both

visually handicapped and normal seeing individuals, ought to be viewed

as a potential battery of tests which could be applied as a total unit

or in part and made available in that way to the tester.

It was suggeted that either through the selection of especially

trained psychological testers or through the establishment of a test-

ing program related to direct client service that the tests under

consideration here be given as a battery to a large population of

blind and partially sighted subjects at an extended age range from

early academic levels through adulthood and that comparison of the

test scores be statistically handled through the establishment of a

central data bank.

There are practical problems that need resolution early in plan-

ning for future developments in this field. Among them are the

questions of whether or not we should work from the base of those

tests currently available to develop modifications, extensions, and

improvements of these tests or whether we should consider further

efforts to expand and use intelligence tests for the sighted sep-

arately or as a part of the previous battery or whether since there

are issues and problems concerned with present tests using them as

a thought base only a totally new pattern of tests or a test battery

should be developed.

23

Some items were generally agreed upon. First, tests ought to be

extended to an earlier age level. Although not specifically identified,

the early level should include development of tests in such a way that

they are useful in educational planning which precedes vocational de-

cision making and ultimately academia vocational training. It was also

agreed that the tests should be standardized with respect to both blinded

and visually handicapped subjects and that prior to data collection a

careful identification of the parameters of the visual disability should

be characterized for each subject so that sub-population data could be

extracted and hopefully more meaningful use of the tests might emerge.

Some of the sub-categories suggested were age of onset of blindness or

visual handicap, degree of visual disability, type of visual disability,

amount of education prior to and following visual loss, and concomitant

psychological and physical and educational problems.

Research Time

The development and refinement of a test such as those presented

and considered here is a long term process and to consider either the

development of new tests or the refinement of these tests individually

or on a group basis must take into account the planning, testing, data

analysis, construction, and production times which are part of the

total process.

Research Cost

A continuing theme recurred throughout the conference voiced first

by the test developers and subsequently enlarged upon_by those attendkmg

the conference, viz., the difficulties in_lacquiring the:technical per-

sonnel and resources _necessary to manufacture the: teats:in the limited

24

but commercial lots necessary and st..7 the me time to consider the

problem of the original cost inve,vled in=eparing the necessary plates,

molds, etc. required in the produLat±_on of tests in these limited quan-

tities.

Testing Goals

Some consistency ought to ime considered in the future with respect

to planning for both the inclusion of blind and partially sighted sub-

jects for establishing consistent criteria among experimenters on

these variables so that inter-test comparisons can be made from accu-

mulated data. It was pointed out that we must keep in mind the role

of the tests in decision making. Test construction for its own sake

can become a frustrating end unless it is carried out in such a way

that the product of the test is data which contributes to the decision

making process of the examiner. It is possible that data may be re-

liable and may be valid but may not be useful. It should be a test

developer's foremost concern to be sure that the type of information

upon which final data is founded is information which either as a

total score or as subscores on specific categories of tests is use-

ful in decision making either diagnostic or prognostic.

Multi-Useful Tests

No matter how carefully we plan in the construction of tests there

will be some irreconcilable problems that may be difficult to manage-

Forexample a given test scigime 'alma visually handicapped child marima

needed to compare himself wath_himaelfover time. At the same time

that=test may be needed to amparmetharindividual with other similarly

visually handicapped individwals4=ar other population of.visually hamodi-

capped individuals who have uide:_range. of concomitant problems nor

25

those of the subject and finally the test scores of the subject may be

used to compare him with sighted subjects. For this reason it is ex-

tremely difficult to produce a test which can serve all masters.

Administration Time

It was pointed out that the time required to administer some of

these current tests is extensive and that to consider administering a

comprehensive battery of the tests would almost have to be undertaken

In the framework of a research experiment since if done as a part pf

testing for client service only would undoubtedly require more time

and more expense than the client or psychological examiner or the

agency could legitimately offset without assistance.

Abstract Consideration

There are some abstract aspects of intelligence testing for the

sighted that should not be overlooked in the current tests for the

visually handicapped. That is, not all tests are given for entirely

practical purposes. Tests have meaning for scientists concerned

with human behavior, human vision, the sensory and perceptual be-

havior or function, and cognitive development. And tests which do

not provide the scientists with accurate and useable information in

a format which helps in theoretical planning or scientists in the

philosophic understanding of human behavior and sensation and per-

ception are lacking in a kind of richness which we ought not sac-

rifice for the development of only diagnostic or predictive tests

without careful consideration of whether or not such other masters

as science and philosophy can be served by the same tests with rea-

sonable adaptation during construction.

26

Recommendation II: Long Term Planning

The following broader aspects of future planning were discussed and

recommended.

Advisory Body

It was agreed at the conference that an advisory body is needed to

organize, oversee, and assist in the management, development and con-

tinuing improvement of the'tests in this conceptual area, having rep-

resentation from a variety of interested parties so that all various

goals are preserved. Certainly the body ought to know resources and

concerns of federal funding agencies. It ought to be aware of the

thrust of problems being formulated in professional associations serv-

ing the visually handicapped. It ought to be in touch with the ac-

tivities of the academic research personnel. It ought to know the

activities of major foundations serving the blind and should contain

representatives of state and federal service agencies both in reha-

bilitation and education as well as having representatives of such

special problems in test development as construction, product develop-

ment, psychometrics, statistical and data treatment and of course psy-

chological examiners.

National Coordination Center

The need for a national resource concerned with psychoeducational

appraisal of the blind and visually handicapped ought to be considered.

This was suggested partially in view of the impact of the national

center for the deaf-blind and its coordinating efforts to unify and

77

centralize information on a national problem. The problem was particu-

larly suggested because of those difficulties which arise when research

and utilization is delegated to individuals whose own professional ac-

tivities are diffuse, varied and whose career mobility affects the con-

tinuity of research. It was suggested that such a center might offset

the problems of lost continuity and implement information retrieval

systems and computer processing necessary for test construction. It

might focus the energies of the most available and competent technical

assistance staff for maximum use and economy. In addition it was

pointed out that research conducted in the academic setting has not

only the problems mentioned but also the additional problem of research

conducted by students (whether or not for degrees) which often lacks

continuity. These suggestions were made recognizing the tremendous

importance of research which is carried on in the. academic setting as

indeed was the majority of this search upon which the present conference

is based. The suggestion was not made as an exclusive idea but one as

supplementary to current academic research. It was recognized that al-

though there are problems in academic and student research there are

tremendous advantages in involving the young professional in the re-

search process both for his development as a service and a research

worker in this professional area.

The problem of data retrieval was considered and the following

concerns discussed. Once tests are placed in the market place they

are utilized on an individual basis by psychological examiners who

are not necessarily pArallel trained. Although suggestions have been

miade that training projects be undertaken on a regional basis which may

inprnve this situation it was further pointed out that even with paral-

2,.A. training, data retrieval and data accumulation isnot the primary

p-irryose of the professional worker as he is now employed and that ask-

i 2. him to participate in such activities without a coordinated national

effort might place him in conflict with his own client service activ-

ities and his own professional objectives and for this reason special

consideration ought to be given to means for data collection on large

populations either through supplementary or partial employment of

recognized trained professional examiners or through a national data

collection center concerned primarily with test development and not

tndividual service.

Survey

It became clear during the conference that it would become neces-

sary at some time to conduct a survey of agencies, resources, coun-

selors, psychological examiners, and all possible units and persons

who might be identified as a population of consumers to whom such

tests would eventually fldw as a finished product and who might par-

ticipate either in extended training in the use of such tests or in

the beginng as .,-esearch centers in the data collection on such tests.

It appears at the moment that a full and cleax knowledge of practicing

and qualified examiners is not available for the country in general or

even for specific regions or sets of agencies nationally.

29

Workshops

It was recommended that regional workshops be conducted to acquaint

professional psychologists, rehabilitation counselors and educators in-

volved in administering and utilizing intelligence tests for the visually

handicapped with the batteries of tests now available, with the limita-

tions of the tests, with the special capabilities of each test, with the

validity, reliability, and availability of each test.

It was particularly pointed out that such meetings ought to have

demonstrations of the tests either live or through media presentation

and that when possible representatives of this conference residing in

the region of the meeting ought to be present to clarify the need for

such meetings as identified in this current project. Certainly when-

ever possible authors of the tests themselves ought to be available

at that conference as consultants as should those psychometrists.most

acquainted with the tests when used in an actual clinical setting.

Distribution Control

The question of control of psychological tests was raised. It is

often true that psychological tests are sold or distributed only to

those meeting certain qualifications. As for example, the certification

by APA or membership in certain state licensing groups. The question

was raised as to whether or not tests which are particularly constructed

for a carefully defined population ought to have certain restrictions

in their distributions so that either the data acquired in the course

of service could be used in research or so that one could be sure that

correct, accurate, and reasonable interpretations of data acquired

during testing could be expected.

30

Transitional Activitiesand

Conference Follow-Up

The conference recommended certain limited immediate actions which

could be undertaken within the scope of the present project. They in-

clude, this report to bring to the attention of many of the current

state of development of certain tests, problems and limitations which

need planning and development and some immediate future plans.

Transitional Activities

Within the limited scope of resources available to the project

staff four post-conference follow-up activities have been conducted.

First, the preparation of a 16 mm black/white sound film demonstrating

each component of each of the ests considered at the conference. Two

copies of the film have been prepared and have been shown at major pro-

fessional meetings since their completion. The films are available

for interested researchers and clinicians who may wish to inspect the

operational characteristics of the tests for research, clinical or

teaching purposes.

Slide Presentation

A slide. presentation depicting each component of the test kits

along with sound synchronized audio slides describing .the charac-

teristics of the tests has been prepared and is available for similar

research, clinical and teaching purposes.

Report

This report summarizing the conference and .indicating the avail-

ability of the motion picture film and slide presentation has been

prepared and disseminated as part of the conference follow-up activities.

31

Post-Conference Meeting

As a result of several recommendations made throughout the con-

ference and particularly at the mandate of the conference participants

a meeting was arranged with the research staff. of the American Printing

House for the Blind to discuss with them certain problems and recommended

procedures for moving ahead to maximize test utilization in the future.

This meeting was held September 23rd and 24th at the American Printing

House for the Blind in Louisville, Kentucky, and was attended by rep-

resentatives from the original project including Miss Mary Bauman,

Mr. Carl Davis, Dr. Douglas McFarland, Dr. Deno Reed and the Project

Director as well as Dr. Carson Nolan and Miss June Morris of the Print-

ing House Research Staff.

The nature of this meeting was to d:atermine the extent to which

this established production, distribution, and research organization

serving the visually handicapped could expedite the solution of some

problems identified at the conference.

The results of this meeting were four recommendations which, se-

quentially carried out, would provide substantial closure on many of

the problems raised at the research utilization conference. The four

activities suggested were as follows:

1. Test Construction. The number of tests available for experi-

mental and clinical use varies greatly across the tests con-

sidered at the conference. However, none of the-tests are

widely available in sufficient quantities for extended re-

search or clinical usefulness at the present time. For that

32

reason the first objective for the future recommended at this

meeting was that the American Printing House for the Blind act

to secure the necessary funds for the accumulation and pro-

duction of a sufficient set of each of the four appropriate

.tests (excluding the revision of the Raven's Tactile Progres-

sive Matrices) and that this first step be undertaken as soon

as satisfactory staff and support could 1 .1 acquired.

2. Pilot Testing. The second phase in the furthering of test

utilization is aimed at the reduction of duplicity of test

function and some elementary comparison of the tests among

themselves. The accomplishment of this second phase of

suggestions from the follow-up meeting calls for the train-

ing of a group of professional examiners to administer these

tests as a battery for research purposes and to preent this

data for systematic comparison and analysis by research proj-

ect staff.

3. Test Modification. In order to further maximum usefulness of

the tests it was suggested that as the tests are selectively

inspected for further development and production it would be

appropriate to inquire into such factors as types of visual

disability, degree of visual disability, and age of the sub-

ject with the hope that extended standardization of the tests

might spread the usefulness of the tests across a wider popu-

lation of visually handicapped.

33

4. Validation. A final phase of the development of these tests,

their production, and ultimate utilization would include a

validation study of those tests selected and modified through

the above procedure as most comprehensively useful on a visu-

ally handicapped population. Such a validation study would

be a comprehensive undertaking requiring a substantial battery

of trained testers, the development of remediated training

procedures, the establishment of a data bank, and the acquisi-

tion of a research staff to handle and disseminate the data

acquired during the validation study.

5. Dissemination and Training. At the conclusion of the four

procedures identified above a widely usable examination vali-

dated over a variety of sub-sample populations within the

area of the visually handicapped should be available for use

along with training procedures for psychological examiners

to become familiar with the use of the tests.

Production and distribution facilities should have been developed

as part of the above undertakings.

34

Summary and Conclusion

This research utilization conference was initiated with the expecta-

tion that modest carefully directed plans for dissemination of informa-

tion on certain intelligence tests developed with partial support of

SRS could lead with some expediency into rapid improvement of the utili-

zation of these tests by professional workers serving the visually

handicapped.

It became clear early in the course of the meeting that the imple-

mentation of utilization would involve more than public awareness and

would include the solution of more substantive problems such as test

modification, inter-test comparison, further validity and reliability

substantitation and relatively thorough training of professional test

administration personnel.

It is the hope of the conference participants that by bringing

these problems to light and setting into motion the process of organized

administrative support for further comprehensive research dissemination

and training programs that this objective of research utilization will

ultimately be met at a highly professional level.

In the meantime the first steps at public dissemination of both

information about the tests as they now exist and research needs in

this area are made available with this report.

APPENDIX A

Conference Participants

36

APPENDIX A

Conference ParticipantsResearch Utilization Conference on

Intelligence Tests for theAdult Blind

Atlanta, GeorgiaDecember 7, 8, 9, 1970

1. Dr. Robert Anderson, Department of Psychology, Texas Tech University,Lubbock, Texas 79409.

2. Mrs. Mary K. Bauman, Personnel Research Center, 1604 Spruce Street,Philadelphia, Pennsylvania 19103.

3. Dr. Marie Skodak Crissey, Consulting Psychologist, 6317 Morrish Road,Swartz Creek, Michigan 48473

4. Mr. Tandy Culpepper, Special Technical Facility, Alabama School forthe Deaf and Blind, P.O. Drawer 17, Talladega, Alabama 35160.

5. Dr. W. Scott Curtis, Division for Exceptional Children, Aderhold Hall,University of Georgia, Athens, Georgia 30601

6. Mr. William Dauterman, 198 Wagner Drive, Cl.lremont, California 91711

7. Mr. Carl Davis, Perkins School for the. Blind, 175 N. Beacon Street,Watertown, Massachusetts 02172

8. Dr. Edward T. Donlon, Director, 43 South Broad Street, Norwich,New York 13815

9. Dr. Hilde Groth, Development and Research Consultant, American Founda-tion for Overseas Blind, Inc., Far East Regional Office, P.O. Box 2285Kuala Lumpur, Malaysia

10. Mr. Gordon Haygood, Associate Regional Representative, RSA, Room 448,50 Seventh Street, N.E., Department of Health, Education and Welfare,Atlanta, Georgia 30323

11. Zofja S. Jastrzembska, American Foundation for the Blind, 15 W. 16thStreet, New York, New York 10011

12. Mr. Roy Kumpe, Exacutive Director, Arkansas Enterprises for the Blind,2811 Fair Park Boulevard, Little Rock, Arkansas 72204

13. Dr. Douglas McFarland, Director, Office for the Blind and VisuallyHandicapped, Rehabilitation Services Administration, SRS /DREW, 330C Street, S.W., Washington; D.C. 20201

37

14. Dr. William Myers, Department of Special Education, 215 Sutton Hall,University of Texas, Austin, Texas 78712

15. Dr. John Pelosi, Child Advocacy Center, 3132 Roxboro Road, Durham,North Carolina 27704

16. Dr. Deno Reed, Social and RehabilitationHealth, Education and Welfare, Room 532020201

17. Mr. Burt L. Risley, Executive Director,Blind, 800 City National Bank Building,Texas 78711

Service, Department ofHEW/S, Washington, D.C.

State Commission for theP.O. Box 12866, Austin,

18. Dr. Philip Shurrager, Department of Psychology and Education,Illinois Institute of Technology, Chicago, Illinois

19. Dr. Murray Tillman, Educational Psychology, Aderhold Hall 325,.University of Georgia, Athens, Georgia 30601

20. Mr. Charles Woodcock, Oregon State School for the Blind, 700Church Street, S.E., Salem, Oregon

APPENDIX B

Test Identification Information

39

Test Identification Information

TITLE: Test Battery for use with the Blind(Vocational Intelligence Scale for the Blind, or VISAB, Series)

PROJECT DIRECTORS: Joseph Tiffin and Robert J. Teare

GRANT NUMBER: RD-1094 1957-1964

PROJECT AIM: The research sought to determine traits of the legallyblind related to vocational achievement and to build a set of teststo measure these traits.

DESCRIPTION: The battery consists of a six part test kit (six sub-tests) with manuals. Separate descriptions follow.

40

SUBThbJ. TITLE: The Tactual Reconstruction Pegboard (TRP)

(VISAB Battery)

DATE OF RESEARCH: December, 1957 August, 1959

TEST DEVELOPER: Alin Gruber

PURPOSE; The TRP tests both tactual perceptiveness and manual dexterity,

its premise being that ability of the blind to perceive tactl-rPil relation-

ships provides an index of the extent to which--in the job spring- -the

client can use whatever hand coordination and manipulative abilities he

possesses.

DESCIERTION: The Pegboard and its associated. materials are a self-contained

unizr-enclosed in a_formed plastic. carrying-case. The peghwardi is bonded to

one:half of the case; the pegs are stored in.-the other. two suedes of the

pegbnard and the parallel midline_are defined by raised ridges- Each half

of the board consists of a matrix of 13 rows and seven columns, of uniform

ho7p,q, which receive one-inch low pegs.

ADMINISTRATION: :.The speed with which the examinee can manipulate the pegs

(transferring them one at a time from tray to pegboard, row by row) deter-

mines the Rate of Placement score. For the Reconstruction tadk, the exam-

iner constructs a standard sequence of six geometric patternscon one half

of the pegboard. Then the client, using vision an or taunii,,tdetermines

how and where it is constructed, and reproduces it :ran the,nther half. For

each reconstruction item, a combined time and accuracy score is obtained.

luetia scores can usually be obtained in 30 minutes.

STATISTICAL EXCERPTS: The internal consistency reliability of the scores on

the= test, based on an initial sample of N = 318, was computed using Hoyt's

analysis of variance method. The obtained coefficient yielded a reliability

coefficient of .93.In determining concurrent validity, it was shown that the TRP mean scores

did not differentiate strongly among three employment groups (competitive,

workshop, unemployed). The scores demonstrated highest validity against

criteria which reflect actual job performance within a manual production

setting.The Reconstruction task did differentiate between employment groups,

showing a tendency for professionals to, perform better than reconstruction

workers (p .10). Rate did not discriminate.As vision of subjects decreased, the factor structure of the TRP changed

systematically. Therefore, separate norms for High, Mid, and Low vision

groups were generated.

41

SUBTEST TITLE: The Vocational Intelligence Scale for the Adult Blind(VISAB)

DATES OF RESEARCH: December, 1957 - August, 1959

TEST DEVELOPER: Walter R. Jones

PURPOSE: The VISAB is designed to measure non-vPm4N141_intelligence and toserve as an assessment aid in predicting vocati-mnpi achievement withinthe framework of th:_rehabilitation process.

DESCRIPTION: The VISAB kit consists of a series of 13 panels constructedof flat black styrene plastic. The 13 x 13 inch ;panels are contained ina formed plastic carrying case. In addition to 13 practice items, thereare 43 test items arranged in order of difficulty. The items are sepa-rated from each other by a raised horizontal strip. Four geometricforms, of which thren.share a common relationship, comprise each task.

ADM 17 TRKTION: The ..surkbject is asked to examine the four figures in eachrcrw,, to discaver the. underlying relationship either visually or tactuallY,and pto werbalize to the examiner which of the four alternatives does not:fit the pattern. The is no time limit, and an average of 40 minutes isrequired to admini&ter-and score the test.

STATISTICAL EXCERPTS: The internal consistency reliability of the .scalewas obtained by means of Horst's modification of the Kuder-Richardsonformula 20. It was based on the data from the ftnal sampling of 311individuals. The observed reliability of the scale, was .91.If VISAB is truly measuring some aspect of generalized intelligence,

a strong positive correlation should exist between it and the WATS, thecriterion used for external analysis. The product-moment correlationbetween WAIS and VISAB based on data from 537 subjects is ,63 (p .01).

42

SUBTEST TITLE: The Personal History Survey (PHS)--Form W

(VISAB Battery)

DATFS.OFEESEARCH: December, 1957 - August, 1959

TEST: OPER: Robert H. Rhode

PURPOSE: The PHS provides a means ofdifferentIal -weighting of the bio-

gramhical information of visually disabled I-a_div±duals. Weights were

chowsi so as to maximize the prediction of vocational achievement

ebeEframework of the rehabilitation process.

SO II lib

DES,Cme1±0N: This test is in a form similartaw,-1mLaTplplication blmlik. It

contedns 33 items on client background. A acirrimeT, template and aJob

Hiemanchy Scale are included as supplements to the manual...

ADMII umwTION: The PHS is completed by the counselor, obtaining informa-

tiamiarectly from the client. It is scored by-Tse of a template... Ad-

ministnation requires approximately 15 minutes.,

STAT EXCERPTS:. Only 3 of the test terms' iP7rmernative response--

-faerr.mm -ted. (p .05) between a sample of "high" Eanid "low" achievers-om-the

samiled. continuum. of vocational success.

A: duct- moment correlation was computed between 233 PHS scoresand.

therda Hierarchy scores of the cross validation:Lgroup. The obtained

r.--=.551±indicated a strong (p .01) relationship between the two variaaes.

ugh correlation between PHS Scores and Job Hierarchy Score was

r - ely high, the standard error of estimate was computed at 8.76,

meatoffiqg that 67 times out of 100 the actual score would fall within

plu,s,,or minus one standard error of that value actually obtained.

COMMENTS: Use of the weighted biographicaldata will prove to be of value

to the counselor, according to manual authors Teareand Rhode, if in any

setting in which the PHS scoring system is applied, the same relationship

on which the given data are based has been demonstrated to be in existence.

Thus, it is considered extremely important for those persons who usethe

system to carry out local validity studies. Modification in item weight

or alterations in survey content may be required.

43

SUBTEST TITLE The Diagnosti,a_anterview (VISAB Battery)

TEST DEVELOPER: May Husni Palacios

PURPOSE: The Diagnostic Interview was developed to provide a standardizedinterview technique for use with the total sample of 625. Replies to the_questions were used to derive, (certain indices of adjustment.

The Diagnostic Interview was constructed to provide a structured andstandard interview method to be used with b!.ind adults.

DESCRIPTION: Sixty-eight open ended questions are provided. An extensiveInterview Manual of 100 pages includes the questions and scoring samples,.

ADMINISTRATION: Questions are read to the client, and replies are recordedverbatim. The replies are grouped as to eight adjustment continua:(1) Perception of blindness, (2) Health--hypochondriasis, (3) Religiousdependency, (4) Dealing with tension, (5) Travel mobility, (6) Familyadjustment, (7) Employment potential, and (8) Interpersonal relationships.

For scoring purposes, responses for seven of the areas are categorizedand weighed. An adjustment/maladjustment classification is derived foreach continuum, and totals from each of the continua may be summed intoa grand total.

STATISTICAL EXCERPTS: Two psychology graduate students scored ten completeprotocols, and analysis of variance was used to compute the reliabilitycoefficients for each of the seven continua. Coefficients ranged from.75 to .91, considered sufficiently high to insure objectivity of thescoring scheme.

44

SUBTEST TITLE: The Sentence Completion Test (VISAB Battery)

DATES OF RESEARCH: December, 1957 August, 1959

TEST DEVELOPER: Robert J. Teare

PURPOSE: The major theme of the Sentence Completion Test (SC) is the

analysis of the way in which individuals who are visually disabled ver-

balize their reactions and approaches to a standardized set of conflict

situations.

DESCRIPTION: A set of 43 unfinished sentences presents dilemma or conflict

situations from daily life. Following are the content categories into

which the stems have been divided: 1) Peer Relationships--4 stems,

2) Environmental Interactions--9 stems, 3) Authority Figures--10 stems,

4) Family Relationships--7 stems, 5) Heterosexual Interactions--6,stems,

6) Relationships with Friends--6 stems.

ADMINISTRATION: Each sentence stem is presented orally in a set order, and

in completing them in ways that seem appropriate to him, the respondent ,

may tell what he would do, how he would feel, or what he.would think. All

responses are recorded verbatim and are scored by- classification into seven

categories (Positive Reconciliation, Dominant-Autistic, Hostile, Internalized

Introjective, Submissive, Non-active-Withdrawal, Avoidance), describing

method of approach to conflict, rather than adequacy of response to it. The

test typically takes' 30 minutes.

STATISTICAL EXCERPTS:. To determine scoring reliability responses of a random

sample of 50 protocols were analyzed. Average agreement among three pairs

of judges (see manual) was 84.5.Assessment of concurrent validity was undertaken in terms of Employment

Location and Job Hierarchy. The significant (p .01) main effect of "Lo-

cation" (Competitive, Agency, Workshop, Vending, Unemployed) indicated

that the various employment groups did perform differently on the instru-

ment as a whole. Correlation analyses between "Job Hierarchy" (31 occu-

pational groupings) and test scores revealed that no one scoring category

was particularly sensitive in predicting vocational achievement level of

employed subjects. However; intercorrelation data revealed little overlap

among the categories themselvesThe author indicates that the data gathered thus' far on the instrument

offer strong indications of its reliability and validity, although it is

acknolwedged that more work needs to be done with the test.

45

SUBTEST TITLE: The Sound Test, An Auditory Projective Technique(VISAB Battery)

TEST DEVELOPER: May Husni Palacios

PURPOSE: This Auditory Projective Technique allows for the assessment ofthe effect of perception of human and mechanical sounds upon personalitydynamics for the purpose of predicting vocational achievement.

DESCRIPTION: A standard series of 15 sound segments, each lasting from 20to 50 seconds, comprises the test. Varying interactions between sounds ofeveryday life are presented in a pre-set sequence on a 33 1/3 LP record.A manual accompanies the test.

ADMINISTRATION: After each sound the listener is asked to describe what itbrings to mind and what story it suggests to him. Responses are recordedverbatim. In organizing and interpreting these auditory cues, the clientis presumed to impose his own values and needs on them. Scoring categoriessimilar in part to those of the Rorschach and T.A.T. systems are used andinclude the following elements: Units of Thought, Concept Formation, Partsof Sound Responded To, Integration, and Identification. It takes approxi-mately 30'minutes to administer the entire test.

STATISTICAL EXCERPTS: To test reliability of scoring categories, four judgesscored complete protocols. A reliability coefficient of .83 was obtained.The author also rescored 20 randomly selected protocols three weeks afterthe first scoring, obtaining the reliability correlation coefficient of.93.

Three .criteria were used to establish the validity of the Sound Testas a predictor of vocational achievement:1. Job Hierarchy--Correlations with Units of Thought and Integration

were significant beyond the .01 level.2. Employment Groups (Competitive, Shop and vending, Agency, Unemployed)All categories except Concept Formation differentiated significantlyamong the groups.3. Intelligence- -A correlation of .405 was obtained between the WAIS

verbal score and,Units of Thought, sufficiently high to indicatea positive relationship.

- 46

Test Identification Information

TITLE: A Haptic Intelligence Scale for Adult Blind

PROJECT DIRECTOR: Harriet Shurrager

GRANT NUMBER: RD-282 (1958) and RD-1412 (1964)

PROJECT AIM: The purpose of the project was to develop and standardize aperformance scale for adult blind which would measure abilities not ade-quately assessed either by verbal tests of intelligence or existing per-formance tests designed or adapted for the blind. Used in conjunctionwith a verbal test of intelligence, it would contribute to a more compre-hensive evaluation of the intelligence of blind persons than it has pre-viously been possible to obtain.

DESCRIPTION AND ADMINISTRATION: The "Haptic Intelligence Scale" (HIS) con-sists of six tests. Digit Symbol, Block Design, Object Assembly, andObject Completion were designed in attempt to adapt tests of the WAISPerformance Scale for Blind subjects. The Pattern Board and Read Arith-metic are not adaptations of the WAIS tests. There are no norms for thepartially sighted, and the exercise of useful vision invalidates normsestablished with the totally blind. At the discretion of a trained exam-iner who has had considerable experience with the performance of totallyblind subjects, the partially sighted subjects may be blindfolded for thetest and his scores compared with the established norms.Materials for all subtests are contained in a plastic carrying case.

1. DIGIT SYMBOL consists of a plastic plate embossed with simple geometricforms. A column down one side of the place includes one sample of eachof the six forms used. Raised dots (not braille) superimposed on eachsample form indicate a number with which that form is to be associated.Forty forms arranged in eight rows of five have no dots on their sur-faces. Subject is to identify these forms by the appropriate numbers,referring at will to the samples. The plate is divided between the keycolumn and the test items, so that the two parts of the plate can beinterchanged; *thus, each subject can explore the test items with hispreferred hand, using his nonpreferred hand to check the key column.Forty itemsTime limit 2 minutes.

2. OBJECT ASSEMBLY consists of a block, doll, hand, and ball, each ofwhich is dissected into several pieces. Objects are to be assembledby putting the pieces tbgether. .Four items--Time limit 20 minutes.

3. BLOCK DESIGN consists of four 1 1/2 inch cubes, each of which has twosmooth sides (formica, two rough sides (rubber treading), and twosides diagonally bisected into half rough, half smooth. The fourblocks are to be arranged to form patterns identical to those appear-ing on plates prepared from the same material. Seven items--Time limit21 minutes.

4. OBJECT COMPLETION consists of sixteen familiar objects from which oneimportant part has been removed (e.g., comb with a missing tooth).Subject identifies missing part. Fourteen items--Time limit 14 minutes.

47-

.(Haptic Intelligence Scale for Adult Blind - continued

5. PATTERN BOARD consists of a 7 1/2 inch square board with 25 roundholes, half an inch in diameter, arranged in rows of five. Pegscan be inserted in the holes to form patterns. A fixed peg in thecenter hole serves as a reference point. Subject examines a pat-tern with his fingers and then seeks to reproduce it after pegsare withdrawn. Nine items--Time limit 18 minutes.

6. BEAD ARITHMETIC consists of an abacus, 10 x 11 inches, with onebroad horizontal divider. Five spokes are set in the frame, eachwith five large beads below the divider and two above. Level ofdifficulty of items differs from reading one-digit numbers enteredby the tester to solving addition problems entered by the subject.Fourteen items--Time limit 15 minutes.

Test time (including instruction) can possibly run close to two hours.In practice this very rarely happens, for subjects either achieve a solu-tion (not necessarily correct) or give up in less than the time limit onmost items. Testing is discontinued after a certain number of consecutivefailures on each test,

STATISTICAL EXCERPTS: Correlation of HIS Total Score with WAIS Verbal Score,computed form scores of 399 subjects aged 20 -3.4 was .65, indicating ingeneral terms that forty-two percent of the variance in the two scales isattributable to factors common to both.

Intercorrelations of the HIS tests are high, ranging from .53 to .71.Their correlations with HIS total score range from .69 to .82, suggestingthat a common factor is involved to a large extent in all tests of thescale.

The Odd-even reliability of the HIS was found to be .95. Test-retestreliability was .91.

48

Test Identification Information

TITLE: Stanford-Kohs Block Design Test for the Blind

PROJECT DIRECTOR: William L. Dauterman

PRINCIPAL INVESTIGATOR: Richard M. Suinn

GRANT NUMBER: RD-1625 September, 1964 - August, 1966

PROJECT AIM: During the two years of the project, literature on perfor-mance tests for the blind was reviewed, the Ohwaki-Kohs Tactile BlockDesign Intelligence Test for the Blind was extensively administered toAmerican subjects, and results were analyzed. The test apparatus wasredesigned, and data were collected on 425 subjects. The "Manual forthe Stanford-Kohs Block Design Test for the Blind" was then prepared.

DESCRIPTION: The Stanford-Kohs Test is essentially a performance test ofintelligence. for use with adult blind clients who meet the requirementsof legal blindness. Twenty test designs are assembled in booklet form.The designs are embossed on Brailon plastic sheets with a tWo-color, two-texture effect. Sixteen durable blocks are made of rough and smooth sur-faces to correspond to the colors and textures of the booklet designs.

ADMINISTRATION: Any administration of the test must conform precisely tothe direction and methods outlined in the Manual. After examination ofthe blocks, the subject examines the design in the booklet and reproducesit with the blocks. Time limits are different for the partially sighted(P. S.) and the functionally blind (F. B.) Testing is discontinued afterany two consecutive' failures either due to incorrect assemblies or throughexceeding the time limits. Scores as recorded on the Record Porm may becompared with mean or median performances, converted to percentile scores,compared with expectancy data or converted to I.Q. equivalents.

NORMS: Validity data were based on construct and concurrent validitymethods. Regarding the former, results showed the expected incrementsin test scores up to age 34, followed by a rapid decrement. Regardingthe latter, statistically signficant correlations were found betweentest results and scores on other intelligence tests (for all subjects,p .001 when compared to WAIS and total years of education).

Reliability was satisfactorily demonstrated-b-n-50-i-ubjects with amean time lapse of two and one-half months between tests: r = .86 forall subjects.Significant differences,on test performances were found gs a function

of ethnic background or-amount of remaining vision.

49

Test Identification Information

TITLE: Raven Progressive Matrices for Presentation to the Blind

(Tactual Progressive Matrices, TPM)PROJECT DIRECTOR: Robert P. Anderson

GRANT NUMBER: RD-670 February 1, 1960 January 31, 1964

PROJECT AIM: The Progressive Matrices were developed by Raven to serve asa non-verbal measure of intellectual abilities over a wide range of capa-bilities without presupposing skill or a given level of education. Theadaptation for the blind sought: 1) to develop tactual representationsof-the Raven Progressive Matrices, 2) to explore the reliability and va-lidity of the tactual scales for selected populations of blind adultsand children, and 3) to revise the scales as needed after the initialsample testing.

DESCRIPTION: The basic Adult Tactual Raven is composed of 50 items. Theconstruction of each item corresponds closely to Raven's items in theprinted form of the test. The raised tactual designs of each matrix areconstructed by hand of balsa wood, cardboard and wire. The designs areconstructed on heavy illustration board. The items in the adult formare arranged in sets A, B, C, D, and E. After item analysis, a 25 itemtest (Raven 25) was tested on a small population of subjects.

ADMINISTRATION: From 8 possible design inserts, the subject is instructedto select the correct pattern piece to complete the progression in thematrix. The mean time necessary to administer the test during the projectwas 40 minutes with a range of total time, from 15 to 105 minutes.

AGE RANGE: The TPM can be used to test intellectual capacity of S's 9-15years of age (Children's set: A, Ab, B). The'25 items short form can beused-to measure intellectual capacity of adults. The tct appears *.ohave limited usefulness for retarded adults and adolescents.

STATISTICAL EXCERPTS: Both versions of the test show modest to moderateconcurrent validity with the verbal scale for the WISC and WAIS. In apreliminary analysis carried out on the 50 item set, N-80, the Kuder-Richardson reliability coefficient was .93. Split-half reliability cor-rected by the Spearman-Brown formula was .95. The WAIS verVal and IQScale scores were used as criterion measures.. Both correlated .49 withthe 50 item set. The tests are related positively to external criteria,e.g., grades, occupational level, educational attainment, but not at thelevel of the Wechsler verbal scales.

COMMENT: The further development of the.test is ,contingent upon finding aneconomical method ofreproducing. the Matrices in plastic in order to with-stand continuous clinical uSeage.-.